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Abstract

Throughout history, oral and written translations have played a pivotal role in interhumancommunication. It was, indeed, a necessity to facilitate contact between different peoplesandnations. It is still the particular means in bridging the communication gaps. Translationisanactivity of enormous importance in our world and it becomes an interested matter tolinguists,translators, professionals and foreign languages teachers. In this regard, translation is viewedasaninterdisciplinary field which spans other disciplines such as; linguistics, semiotics, culture,sociology, history, communication theory...In the field of foreign languages teaching, thislinguistic activity has a vital role in the language acquisition. In fact, using translationasateaching method has had many ups and downs, that is, in different periods it has been anacceptedas a teaching device or regarded as a controversial subject depending on predominant objectivesand teaching preferences (Rivers & Temperely, 1978). For many years, it was a useful techniquein foreign language teaching (Grammar Translation Method) However, for the past fewdecades,translation has been generally put aside, and used from time to time in our courses. Nowadays, despite the objections it gained, translation becomes a legitimatetool inEnglish language teaching (ELT), through its valuable efficiency, even in advanced levels. It isconsidered as a motivating activity since it allows the English language students (ELS) toacquiredifferent competences and to improve their language skills. Duff A. recognizes that «translationdevelops three qualities essential to all language learning: accuracy, clarity and flexibility. Ittrains the reader to search (flexibility) for the most appropriate words (accuracy) to conveywhatis meant (clarity).» (1994, p.160)According to Leonardi (2011), translation can be successfullyemployed at any level of proficiency, at school or university, as a valuable and creativeteachingaid to support, integrate and further strengthen the language acquisition. Therefore, it is included as a discipline in the ELS’s academic syllabi of both Licence andMasterdegrees. Thus, this document is designed for Master Students II (Literature &Civilisationoption).It aims at providing them with a translation course that combines translation theory andpractice,but focusing more on translating different types of general texts for an efficient training. Moreover, the present syllabus introduces ELS to translation from English into Arabic andviceversa through a wide range of practical exercises. With a variety of texts and multiple drills, it ishoped that learners will be able to develop and refine their translation skills. It introduces themtodrills related to the translation of texts within basic genres, and covering translation sub-skills. It aims to present an efficient and practical approach to learning the skills of translating different texttypes. In fact, many teachers prefer to elaborate the courses of the translationprograms,undergraduate or postgraduate, starting with the translation of general texts, due to their easiness,simplicity and non-technicality. A general text, according to Hasan Ghazala (2016, p.1), is a text that is about a general topic. Ithas no technical or structural complications. It is a non-technical, non-specialist text, directedtonon-specialist readership and its contents are of general nature and common issues. In other words,its style is simple, employing simple language with respect to choice of words and grammaticalstructures of sentences, clauses, phrases, word order, etc. In addition to that, the subject matterisgeneral and thought and meant to be interesting and addressing the general public, or audience. Thus, it would be better to select appropriate texts for ELS in order to enhance their Englishlanguage proficiency and to enrich their knowledge.